COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE --FIRST DRAFT--

Size: px

Start display at page:

Download "COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE --FIRST DRAFT--"

Doris Burns
6 years ago
Views:

1 COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE --FIRST DRAFT-- Grade Level or Course: Biology Grade 10 Authors: NHS/BMHS Assessment Topic: Taxonomy & Comparative Anatomy Selected Power Standards: List standards by number and include the full text here. Then unwrap to identify what students need to know and be able to do. Underline the concepts (important nouns or noun phrases) and circle the skills (verbs). Illustrate how information is used to classify organisms Identify characteristics that distinguish between the 3 domains and the 6 kingdoms List the essential functions for animal survival Identify representative organisms and list distinguishing characteristics for major animal phyla Graphic Organizer of Unwrapped Concepts and Skills Concepts: Need to Know about taxonomy and comparative anatomy Binomial nomenclature Symmetry and cephalization Vertebrates vs. invertebrates Endoskeleton vs. exoskeleton Endothermic vs. exothermic Porifera Cnidaria Platyhelminthes Nematoda Annelida Mollusca Arthropoda Echinodermata Chordata o Pisces o Amphibia o Reptilia o Aves o Mammalia All rights reserved. Copy only with permission. (800) Page S-52

3 Skills: Be able to Do (Next to each skill, write number in parentheses indicating approximate level of Bloom s Taxonomy of thinking skills. Refer to Bloom s Taxonomy resource in supporting documents.) (1) List the taxa used to classify living things. (4) Analyze the various criteria used by scientists to classify organisms. (2) Distinguish the characteristics used to differentiate organisms. (1) Define the essential functions required for animal survival. (4) Investigate body plans of various animal phyla. (2) Compare and contrast the essential functions of the various animal phyla. All rights reserved. Copy only with permission. (800) Page S-54

4 Big Ideas from Unwrapped Power Standards 1. Physical traits, biochemistry, adaptations, embryonic development, essential functions, evolutionary descent, and phylogeny are all used to classify organisms. 2. Animals are heterotrophic, multicellular, eukaryotic, aerobic organisms that lack cell walls. All animal cells have the ability to move at some point in time. 3. The essential functions are: feeding, respiration, circulation, excretion, response, movement, reproduction. 4. Earthworm Frog Body plan Bilateral symmetry, Bilateral symmetry, Feeding cephalized Detritivore, Complete digestive tract cephalized Filter feeder/herbivore as larva, Carnivore as adult Complete digestive tract Respiration Diffusion through skin Diffusion through gills and skin as larva. Diffusion through lungs, skin, and mouth as adult. Circulation Closed, aortic arches Closed, 3 chambered heart, double loop Excretion Nephridia, anus Cloaca, kidneys, skin, lungs Response Ganglia, ventral nerve cord, setae, chemoreceptors Brain, spinal cord, tympanic membrane, eyes, nares, nictitating membrane Movement Hydrostatic skeleton Endoskeleton with muscular contractions Reproduction Internal fertilization, hermaphroditic, clitellum External fertilization, oviparous, separate genders Essential Questions Matched to Big Ideas 1. What criteria do scientists use to classify organisms? 2. What makes an animal an animal? 3. What are the essential functions required for animal survival? 4. Compare and contrast the body plan as well as the essential functions of an earthworm and a frog. All rights reserved. Copy only with permission. (800) Page S-55

5 5. SECTION 1: Selected-Response Items Design multiple choice, matching, true-false, and/or fill-in items to assess student understanding of the following unwrapped concepts and skills represented on your graphic organizer. Indicate approximate level of thinking skill in parentheses. Match assessment items to rigor of skill level. (Use additional space as needed.). Answer Key: All rights reserved. Copy only with permission. (800) Page S-56

6 SECTION 2: Extended Constructed-Response Design an extended-response item to evaluate student understanding of the following unwrapped concepts and skills represented on your graphic organizer. Include approximate level of thinking skill in parentheses. Match item to rigor of skill level. Evaluate student work using the Task- Specific Scoring Guide below (to be completed). All rights reserved. Copy only with permission. (800) Page S-57

7 Extended-Response Scoring Guide: Exemplary Proficient Progressing Meets 2 of the Proficient criteria Beginning Meets fewer than _2_ of the Proficient criteria Task to be repeated after remediation Teacher s Evaluation Comments regarding student s performance: All rights reserved. Copy only with permission. (800) Page S-58

8 SECTION 3: Short Constructed-Response Note to Teachers: This portion of the common formative assessment requires students to demonstrate their integrated understanding of all the unwrapped concepts and skills from the targeted Power Standards by expressing their understanding of the Big Ideas in their own words. Copy your planned Essential Questions (and corresponding Big Idea responses) for your own reference here. Then write each Essential Question only beneath the student directions below. Provide space for students to write their Big Idea responses. Student Directions: Write a Big Idea response for each of the following Essential Questions. Include supporting details and any vocabulary terms from the unwrapped concepts you have been learning for each response. Your responses will be evaluated using the Generic Scoring Guide below. All rights reserved. Copy only with permission. (800) Page S-59

10 Generic Scoring Guide: Exemplary All Proficient criteria plus: Makes connections to other areas of school or life Provides example(s) as part of explanation Proficient States Big Ideas correctly in own words Provides supporting details for each one Includes vocabulary of unwrapped concepts in explanation Progressing Meets 2 of the Proficient criteria Beginning Meets fewer than 2 of the Proficient criteria Task to be repeated after remediation Teacher s Evaluation Comments regarding student s performance: All rights reserved. Copy only with permission. (800) Page S-61

11 Design Team Reflections after Administration of Assessment to Students 1. Which assessment items produced the results we intended? Unwrapped 6/2009-G 2. Which items do we need to revise? 3. Regarding the design, administration, scoring, and analysis of the assessment, what worked? What didn t? 4. What do we need to do differently next time? 5. What should we again do the same? All rights reserved. Copy only with permission. (800) Page S-62

Note: Exercise 1 should be completed before your assigned lab time.

Note: Exercise 1 should be completed before your assigned lab time. Keying and Animal Taxonomy Lab Learning Objectives: 1 - Become familiar with the construction of an identification key 2 - Accurately use a key to identify unknowns 3 - Accurately apply common name, phylum